Urdu COCOs or CO2s
Notes:
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These materials are downloadable as Word documents so that they can easily be used for curriculum writing and shared among colleagues for collaboration.
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Each document also contains the language-specific course code(s) for the course as a reference.
- Please use the K-12 Bridging documents below as a guide to help teachers and administrators create a strong K-12 sequence locally for the program(s) you offer:
- K-12 Modern World Languages Bridging Document Links to an external site. where the target language is taught as a separate subject
- K-12 Dual Language/Immersion (DL/I) Bridging Document Links to an external site. where the DL/I program language is used to teach content, particularly at the K-5 or K-8 levels, and then uses Heritage Language and/or Modern Language courses for continuation at the secondary level for language instruction
Elementary School (ES) Courses
Elementary language courses that build proficiency meet 90 minutes or more per week throughout the year. These are Foreign Language in the Elementary School (FLES) programs.
Please click on the Google folder below with the ES Clarifying Objectives by Course Outcomes (COCOs or CO2s) documents to download what you need for standards-based curriculum writing.
Middle School (MS) Courses
Middle school language courses that build proficiency meet 90 minutes per week or more for at least one semester, but do not earn high school credit.
Middle school courses that do not meet the 90 minutes per week minimum or are of short duration, such as 6-week or 9-week rotations, are actually Exploratory Language courses, and they use the course code 12752Y0.
Exit proficiency expectations for middle school courses are described based on the number of years of study that students have had, and course codes are numbered accordingly:
Examples: A grades 6 - 8 program would use this code for the 6th grade class(es), and a grades 7 - 8 program would use it for the 7th grade class(es).
Examples: A grades 6 - 8 program would use this code for the year-long 6th grade class(es), and a grades 7 - 8 program that offers one semester per year would use it for the 8th grade class(es).
Examples: A grades 6-8 program would use this code for the year-long 7th grade class(es).
Examples: A grades 6-8 program would use this code for the year-long 8th grade class(es). |
Middle schools can also offer high school credit courses to their students. In Urdu, Levels I - IV can be offered, and Levels I - VI are available for the Credit by Demonstrated Mastery (CDM) process Links to an external site.. Please see the details below in the High School Courses section.
Please click on the Google folder below with the MS Clarifying Objectives by Course Outcomes (COCOs or CO2s) documents to download what you need for standards-based curriculum writing.
K - 8 DL/I Literacy Courses
DL/I Literacy courses are K - 8 target language arts courses that build proficiency in reading, writing, etc. as part of a dual language/immersion program where academic content is delivered in the target language.
Exit proficiency expectations for these K - 8 courses are described for each grade span but the 7th digit of the course codes are numbered by individual grade levels:
Please click on the Google folder below with the K-8 DL/I Clarifying Objectives by Course Outcomes (COCOs or CO2s) documents to download what you need for standards-based curriculum writing.
High School (HS) Courses
High school courses are part of articulated, sequenced, language-focused programs that develop proficiency in the modern language, provide the credits students need to meet and exceed college entrance requirements, and have proficiency level outcomes for each communication mode and culture that are adjusted based on language acquisition research and language type (alphabetic, logographic, visual).
Note:
Middle schools have flexibility to offer high school credit courses over two academic years, so that students take Part A one year and Part B the following year to receive the full credit. The course codes for those options are included in the documents below.
Levels III - VIII are inherently advanced courses and assigned honors-level weighting per State Board of Education policy GRAD-009 Links to an external site.. These courses can be traditional language and literature curricula or be designed as courses that are linked to career and technical education, student career interests, etc. such as language for specific purpose courses, interpreter or translator certification courses, DL/I courses, or languages across the curriculum courses.
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Please click on the Google folder below with the HS Levels I - VIII Clarifying Objectives by Course Outcomes (COCOs or CO2s) documents to download what you need for standards-based curriculum writing.
Heritage Language Programs
The North Carolina World Language Standard Course of Study Links to an external site. includes two levels of heritage language courses, or what were formerly called native speakers courses, as part of Dual & Heritage Languages. Heritage language courses are designed for students who have home backgrounds in a language other than English or come from other immersion experiences, formal or informal.
Heritage language courses help students bridge into advanced modern language courses, such as Level IV or AP.
Additional Resources for Heritage Language Programs:
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Administrator Guide for Dual & Heritage Language Programs Links to an external site.
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Center for Applied Linguistics (CAL) Heritage Briefs Collection Links to an external site.
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Heritage Languages in America website Links to an external site.
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Teacher's Guide to Strategies for Native Speakers Programs - 2005 Links to an external site.
- UCLA National Heritage Language Resource Center (NHLRC) Links to an external site.
